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Debbie Miller taught and learned from children in the Denver Public Schools for thirty years. Author of Reading with Meaning: Teaching Comprehension in the Primary Grades, 2nd Edition (Stenhouse 2012) andTeaching with Intention: Defining Beliefs, Aligning Practice, Taking Action K-5(Stenhouse 2008), Debbie now presents workshops across the country and internationally, and works extensively with schools and districts on long-range planning and development of literacy programs.
She worked for many years with the Denver-based Public Education and Business Coalition (PEBC), a nonprofit group committed to providing ongoing support and leadership for schools in the Denver area and nationally. Debbie has also been an adjunct professor at the University of Denver and Regis University.
Ten years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence.
Reading with Meaning, Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQ’s from the first edition.
Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.
In this book, Miller reflects on her professional experiences and judgement along with current research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.
Teaching with Intention
Effective, intentional teaching begins with a strong set of beliefs, but even the best teachers -- including author Debbie Miller -- struggle to make sure that their classroom practice consistently reflects their core convictions. In Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5, Miller defines her actions to ensure that children are the true beneficiaries of her teaching. As Peter Johnston writes, "Through this book we have Debbie's teaching mind on loan. She engages us in the details of a teaching life from inside her mind, showing the thinking behind her teaching and the consequences of her actions."
Teaching with Intention brings us into classrooms of teachers and children Miller has met over the last five years in her work as a literacy consultant. From setting up the classroom environment to the intentional use of language, from comprehension instruction to lesson design, Miller is explicit about what she does and why. At the same time, she encourages teachers to develop their own belief statements concerning teaching and learning and includes key questions to guide them in this important process.
In an environment where the handing down of scripted programs and "foolproof" curricula is increasingly the norm, Teaching with Intention offers a compelling reminder that truly transformative teaching is built from the ground up, and is rebuilt every year, by every teacher, in every classroom, with every new group of students.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion